Colleen Barry

Read Aloud Lesson Plan

April 28, 2015

Purpose:

This lesson is important to conduct because reading aloud is directly related to

fluency, comprehension, and vocabulary. As a teacher, it is important to model

fluency and this can be done by reading aloud to students, so that they see what it

looks like to be a fluent reader. Reading aloud to students helps with

comprehension because students are able to connect to what they are listening to

and expand their knowledge. Finally, reading aloud helps children with word

learning and they can learn words that they might not necessarily hear in everyday

life. It also teaches them how to use words to be descriptive. They are currently

learning about the sequence of events in a story, (beginning, middle, and end), so it

was important to read aloud a book that I was able to involve an order of events

activity so that they could have more practice. I decided to read aloud The Giving

Tree because it has a great plot for students to talk about the beginning, middle, and

end of the book.

SOLS

K.9 The student will demonstrate comprehension of fictional texts.

a) Identify what an author does and what an illustrator does.

b) Relate previous experiences to what is read.

c) Use pictures to make predictions.

d) Begin to ask and answer questions about what is read.

e) Use story language in discussions and retellings.

f) Retell familiar stories, using beginning, middle, and end.

g) Discuss characters, setting, and events.

Objectives:

Before reading aloud The Giving Tree, students will be able to answer a series of

questions as a group, and individually write one sentence about the questions they

answered, with 100% accuracy (6 out of 6 points). They will be graded on writing a

complete sentence and about being on topic.

During the read aloud, students will be able to add events to the sequence chart with

100 percent accuracy. There must be at least two events per column, (so six total).

After reading The Giving Tree, students will be able to complete their own sequence

chart, with 100 percent accuracy, and must have at least one event for each section

of the chart.

Procedure:

I will introduce the lesson by asking students a series of questions.

They will be making predictions and telling me what they want to learn

about the book we are reading today.

The questions would include:

1. What do you think is going to happen in this book by the cover page?

A boy is playing outside

He climbs trees

The tree is big

2. What do you think the title The Giving Tree means?

The tree is nice

The tree gives things to people

The tree is big

3. What does it mean to love something?

To be hugged

To say I love you

To be happy

(Everything will be written down on the whiteboard for students to see)

After discussing and answering these questions together, students will then

be asked to write one sentence about the questions we just answered

together as a group.

Examples a sentence could include:

1. Predictions: I think the boy is going to climb a tree

2. Title: The title may mean the tree gives things to the boy.

3. Love something: To be given a hug.

After students are finished writing their sentences, I will show students my

beginning, middle, and end chart that I created on the board. (V)

I will tell them to pay close attention to what is happening as I read the book,

so that we can fill this chart out as we go along.

I will then begin reading the book aloud. (A)

As I read the book, I will stop at certain pages, (which I have marked in the

book), and ask students if there are events that we can add to the chart. (V)

For example, different things that happened in the beginning of the book

could be the boy being young, asking to climb the tree, etc

The students and I will fill out the sequence chart as we read the book, until

the book is finished and the chart is completed. (V)

After we read the book, I will have a discussion with students about the chart

we completed.

1. What is something that happened in the beginning of the book? The middle?

The end?

2. Is there anything we can add to the charts?

3. Does anyone have any questions about the story?

After I feel they have a clear sense of what happened in the beginning,

middle, and end of the book, I will have them complete their own sequence

chart.

In their sequence chart they must write one thought/event about what

happens in the beginning, middle, and end of the book. (They can use the

chart we completed together as a guide and it does not have to be a complete

sentence).

(sequence chart attached)

I will hand out the charts and wait for them to be completed

For advanced students:

Advanced students must provide a complete sentences about what

happens in the beginning, middle, and end.

They also must provide a picture for the beginning, middle, and end

sections.

For struggling students:

I will brainstorm ideas with struggling students to give them extra help.

Instead of writing down their event about the beginning, middle and end;

students can draw a picture instead.

They also can draw a picture when making their predictions, instead of

writing a sentence. (V)

After students complete their charts, I will have each student share their

work. (I am working with a small group). (A)

I will give them the opportunity to either explain their sequence chart

and what happened in the beginning, middle, and end of the book.

Or students will be given the opportunity to act out their sequence charts.

(K)

I will let the students choose what they would like to do.

I will end the lesson with recapping what happened in the beginning,

middle, and end of the lesson one last time.

I will then post students work on the bulletin board.

Materials:

Whiteboard

Paper

Sequence chart (whole class)

Sequence chart handouts

Pencil

The Giving Tree by Shel Silverstein

Evaluation Part A:

I will know if my students completed the first objective by collecting their

paper with their written sentences on it. The sentence can talk about

anything we discussed as a class, but it must be a complete sentence and be

on topic. I will check each student’s work for 100% accuracy. It will be worth

three points; one point for being on topic, one point for capitalization in the

beginning, and one point for punctuation.

To assess the second objective, I will make sure there are two events in the

chart we complete together as a class. It will be 100% accuracy if there are

two events per section of the sequence chart. I will be writing down who is

contributing and who is not on a separate sheet of paper.

Got it Working on it Struggling

Finally, to evaluate the final objective, I will collect their sequence charts, and

then grade it to see if it has at least one event for the beginning, middle, and

end of the book.

(chart attached)

Evaluation B:

Explain whether or not the students met your objective(s) and how you know

they did or did not meet them.

My students met the first objective because everyone was able to stay on topic

and write a sentence about the questions we discussed beforehand. Some students

had trouble writing complete sentences, therefore got partial credit. Two student

smet the objective by staying on topic and writing a complete sentence. The other

student struggled with formatting their sentence, so they got a point off and did

not meet the objective.

(sentences attached)

My students met the second objective, because each student contributed to adding

ideas that I wrote down and added to the whiteboard. Each student was eager to

participate, and each answer was very on topic! Each section had at least two

events, so they each got 100% accuracy for their second objective. I checked off

students with my check-in chart above.

(picture of whiteboard work attached)

The students met the third objectives because each student completed their

sequence charts, having at least one event per section, (beginning, middle, and

end). Two students met the objectives with 100% accuracy or 6/6 and wrote down

one event per section. Another student put an event that happened in the wrong

section so was given a 4/6, which is a 66%, so this student did not meet the

objective.

Describe the strengths and weaknesses of your teaching of the lesson.

A strength I had in my lesson was that I had examples to give and I modeled how

to do everything. I think it was very helpful that I was writing down their ideas on

the board, to help them remember when making their own sequence chart. The

students really enjoyed this time with me, so they were eager to answer my

questions and be involved in the activities. Modeling was key to this activities

success, so that I didn’t have to repeat myself and we could get the lesson down

efficiently.

A weakness I had was that during the book I may have stopped too much to ask

them questions about the book and what events they should add to our sequence

chart on the whiteboard. I think this was overwhelming, but after we were

finished writing down all their ideas, they were amazed at how much they came

up with together. Another thing was that when I wrote down things that they said

on the whiteboard, I should have simplified the sentence so it was easier for them

to read and understand.

Reflect on how you would change the lesson.

As I mentioned earlier, students were still struggling with writing sentences, so I

wish I had focused the lesson or activity on how to write a sentence. I wish I had

modeled the exact way to write a sentence because I think my students would

have met the objectives if I had modeled that. They did really well on staying on

topic and choosing what goes in the beginning, middle, and end of the book, but

they are still struggling with writing complete sentences. The sentences that I had

written on the board, (during the read aloud), may have confused my students and

I should have tried to keep it short, simple, and sweet! I think a little more

modeling of how to write a complete sentence could go a long way.

Name________________________

Directions: After the read aloud The Giving Tree was read to you, complete a sequence chart describing what happened in the beginning, middle, and end of the book. You must include at least one event per column, (so one event for the beginning of the book, one for the middle, and one for the end). Think back to the chart we completed during the reading!

Beginning

Middle

End